PROGRAMA DE INGLÊS 13ª Classe. Formação de Professores do 1º Ciclo do Ensino Secundário

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PROGRAMA

DE

INGLÊS

13ª Classe

Formação de Professores do

1º Ciclo do Ensino Secundário

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Título

Programa de Inglês - 13ª Classe

Formação de Professores do 1º Ciclo do Ensino Secundário Editora

Editora Moderna, S.A.

Pré-impressão, Impressão e Acabamento GestGráfica, S.A.

Ano / Edição / Tiragem / N.º de Exemplares 2013 / 2.ª Edição / 1.ª Tiragem / 2.000 Ex.

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ÍNDICE

Introdução --- 4 Sugestões Metodológicas --- 5 Formas de Avaliação --- 6 Conteúdo Programático --- 7 Bibliografia --- 12

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INTRODUÇÃO

Com o quarto curso de inglês, os estudantes deverão já ter grande capacidade para encarar novos conteúdos e assumir autonomia na sua aprendizagem. A este nível os alunos são considerados “upper – intermediate”, o que significa que estão próximos do nível “advanced” e aptos a enfrentar os desafios do Ensino Superior. Espera-se que os estudantes alarguem as suas áreas lexicais e gramaticais.

a) Funcionamento do curso e sugestões metodológicas

O professor baseia-se no livro principal, por exemplo, “New Cambridge English Course”, e selecciona outros materiais suplementares considerados convenientes. Os estudantes têm o livro do estudante e o livro de práticas. Durante as aulas o professor promove debates, narrativas, aulas áudio e a escrita de relatórios com o objectivo de manejar os “skills” inerentes ao ensino da língua inglesa. Para a situação típica de Angola, o professor normalmente selecciona, a seu critério, os materiais e, depois, distribui fotocópias, utilizando o material adequado a um enriquecimento progressivo dos seus conhecimentos.

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PROGRAMA DE INGLÊS

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SUGESTõES METODOLóGICAS

Uma vez que os estudantes estão capazes de uma aprendizagem autónoma, poderão utilizar os conteúdos que se seguem de acordo com as necessidades de ensino/aprendizagem.

Poderemos administrar os conteúdos a seguir apresentados da seguinte maneira:

Trimestre Unidades

Iº Trimestre Block A

IIº Trimestre Block CBlock B IIIº Trimestre Block DBlock E

Conforme já referido, o ano lectivo compreende 30 ou, pelo menos, 24 semanas. Este curso terminará no primeiro semestre. No entanto, o professor poderá utilizar outros materiais para complementar o processo, uma vez que:

“O material do curso também apresenta desvantagens porque nem sempre cobre as dificuldades do terreno” (Lesson Plan, A Programme, BBC World Service, 19 September 1999).

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FORMAS DE AVALIAÇÃO

Os critérios de avaliação são os mesmos, sendo que todos os “skills” devem ser tidos em linha de conta.

No primeiro semestre haverá duas ou mais provas parcelares (prova do professor) e uma de final do semestre, a prova de frequência.

Para a avaliação do aluno serão também considerados outros aspectos, tais como a sua participação em todo o processo e outras actividades consideradas pertinentes.

No segundo semestre os estudantes também têm duas ou mais provas parcelares e uma de final de semestre, que se designa por exame final e que inclui toda a matéria vista no ano lectivo.

Observemos o quadro que se segue.

Listening Speaking Reading e writing

1ª Prova parcelar 25% 25% 50%

2ª Prova parcelar 25% 25% 50%

Outras avaliações 25% 25% 50%

Exame do 1º semestre 25% (trabalho de grupo)25% 50%

3ª Prova parcelar 25% (trabalho de grupo)25% 50%

4ª Prova parcelar 25% 25% 50%

Outras avaliações 25% 25% 50%

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PROGRAMA DE INGLÊS

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CONTEÚDO PROGRAMÁTICO

Block A

Topics and notions:

› Students should learn how to talk about: relative positions; parts of things; time relations in narrative; similarity, differences and common ground; country and regions; activities and interests; likes and dislikes; travel; cars. Objectives:

The objectives are:

› Listening skills (note-taking, listening for specific information); listening and speaking skills; give directions and other situational language; reading skills (reading for specific information, careful reading for details); write complex sentences; use dictionaries; guess the unknown words; discuss and read aloud; use the language of news report; write personal letters.

Functions:

› Listening for gist, noting and learning vocabulary; scanning a text for specific information; guessing words from the context; writing personal letters; writing reports; distinguishing different level of formality; telephoning; giving directions; explaining and contrasting; asking about directions in English; using the language appropriately to various situations.

Lexis Vocabulary:

› Students should learn vocabulary to telephone and other situational language; guess words from the context; techniques for learning vocabulary; exact words.

Syntax/grammar:

› Non – progressive verbs; reasons for choosing passives; “so is…, so does…” etc; emphasis with “it” and “what” (“cleft sentences”); -ing forms and past participles; complex sentences with subjects and verbs separated; linking with conjunctions and adverbs; prepositions and participles.

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Block B

Topics and notions:

› Quality; degrees; prepositions; language learning and language use; money; newspapers and the treatment of news; work; wishes; personality and personal characteristics.

Objectives:

› Ask for and give opinions; understand different accents; hear information; use formal and informal language; talk about money; bargaining; read for exact meaning; write reports; finish a story; evaluate.

Functions:

› Dealing with comprehension problems in speech; listening for detail; understanding different accents; evaluating; scanning a text for specific information; guessing unknowing words; making spoken and writing reports; writing economically; connecting sentences into a text; summarising and paraphrasing; asking about in English; asking for and giving opinions; bargaining; making offers.

Lexis Vocabulary:

› Vocabulary and idioms; language of economy; guessing unknown vocabulary and vocabulary of study; words that describe personality.

Syntax/grammar:

› Reasons for choosing passives; present progressive passive; present perfect passive; passive of verbs with two objects; “will” in offers; “if… would have…”; past structure with modal verbs.

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PROGRAMA DE INGLÊS

9 Objectives:

› Talk about emotions; contradictory and softened answers; common expressions with “make”; make appointments by telephone; invitations, acceptances and refusals; write formal letters; speaking skills (interviews, discussions); listening skills (listening for specific information); reading skills (reading for gist); listening and note-taking; discussion.

Functions:

› Listening for specific information; reading for gist; write formal letters; making appointments and dates; making, accepting and refusing invitations: giving contradictory, softened and emphatic answers; distinguishing different level of formality; interviewing.

Lexis Vocabulary:

› Emotions and conversational expressions; formal letters; vocabulary study; opposites; vocabulary (changes, houses).

Syntax/grammar:

› Difference between present perfect and simple past; future progressive; future perfect; “need… ing”; have something done; “make” and “let” + object + infinitive; “make” + object + adjective; omission of object relative pronouns; reduced relative clauses; common expressions with “make”, “take”, “do”, “have” and “get”.

Block D

Topics and notions:

› Time relations; special relations and positions; shapes; types and classifications; physical appearance of people and places; wishes and regrets; school and education; personal relationships; the animal kingdom.

Objectives:

› Speaking and writing skills; describing; listening for gist; talk about education; language of discussion; scan reading for overall meaning; use

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of dictionaries; expand a text from notes; reading comprehension; identify expressions; talk about relationships; classify in English; describe things without naming them.

Functions:

› Talking about things without knowing the exact words; linking ideas in discussions; listening for gist; giving spoken and written physical descriptions; scanning a texts for specific information; reading for overall meaning; summarising; expanding texts from notes; defining and identifying; classifying; making suggestions.

Lexis Vocabulary:

› Vocabulary of descriptions and for discussion; education; vocabulary for describing places; relationships.

Syntax/grammar:

› Simple past and past progressive; simple past and past perfect; tenses with “wish” and “if only”; “had better”; “ought” and modal verbs; identifying the use of prepositional phrases; participle phrases and relative clauses; relative clauses with prepositions: “whose”, “that”, “who(m)” and “which”; omission of object in relative pronouns; compound adjectives; prepositions in descriptions.

Block E

Topics and notions:

› Past and future time relations; position relative to the speaker/hearer; concession; precautions; purpose; materials; shapes; numbers and unities of measurement; degree of probability; prediction and future; travel and exploration; old age; coincidences; art and relations to work of art; prehistory;

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PROGRAMA DE INGLÊS

11 main ideas, guess words from context); to write and to perfect a narrative; ask for and give opinions about art; develop listening skills; note-taking; develop writing skills.

Functions:

› Sustaining conversational exchanges; listening for gist; listening and note-taking; reading for main ideas; guessing unknown words; reading literary texts; summarising; using lexical and syntax devices to improve a draft; warning and promising.

Lexis Vocabulary:

› Guessing unknown words; vocabulary choice; matching (game). Syntax/grammar:

› Simple past and past progressive; simple past and past perfect; “shall” and “will”; future perfect; present tenses referring to the future; tags; short answers and reply to questions; relatives “what” and “which”; “everything”/”all”/”nothing”; clauses with “although”, “whether”, “so that”, “in case” and “unless”; position of prepositions in questions.

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BIBLIOGRAFIA

Livro Principal

WALTER, Catherine; SWAN, Michael e O’SULLIVAN Desmond - The New

Cambridge English Course 4, Student’s Book; Practice Book; Teacher’s Book. 1990: Cambridge University Press.

Material Suplementar

Leituras, como por exemplo da série Professional Literature, da Longman (para mais referências, veja a bibliografia dos cursos de Metodologia).

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Referências

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